Richard was again motivated to work and get the "hard stuff" done with first. He likes having breaks and rewards to work towards. He benefits from understanding the schedule and planning ahead. While reviewing our speech words, Richard practiced retelling a story in sequence. He likes to rush through things and often leaves out important details or mixes up the order. This seems to happen because he is rushing and not slowing down to plan his ideas and organize his thoughts and word choice before expressing it. We have been working on the pause and using visuals to help him develop a plan before he shares the story. He is more detail oriented, uses more descriptive language and is able to recall events in sequential order when he does this. Continuing work on his executive functioning skills boosts his expressive language.

Richard was again motivated to work and get the "hard stuff" done with first. He likes having breaks and rewards to work towards. He benefits from understanding the schedule and planning ahead. While reviewing our speech words, Richard practiced retelling a story in sequence. He likes to rush through things and often leaves out important details or mixes up the order. This seems to happen because he is rushing and not slowing down to plan his ideas and organize his thoughts and word choice before expressing it. We have been working on the pause and using visuals to help him develop a plan before he shares the story. He is more detail oriented, uses more descriptive language and is able to recall events in sequential order when he does this. Continuing work on his executive functioning skills boosts his expressive language.

Marcel is motivated to improve his speech and together we have made a list of the priority words to target. He also likes being efficient in his work so we used some text from a Language Arts book to practice our /R/ sounds. He is able to produce the target sound with visualizing the ideal tongue placement, getting in position, and slowing down pace of speech. Marcel is working at the word level with 60% accuracy with target words. He sets big goals for himself and likes to practice in conversation and reading to practice generalizing the sound.

Christopher was having a tough day - hyper focused on some of the other kids. We talked about finding our own fun and seeking out others to spend time with at recess. One of his peers was tuned into Christopher's unhappiness and kept inviting him to play different games. He was complimenting Christopher and giving Christopher helpful tips to not be so sad or mad. Christopher wanted to engage but he was overtaken with emotion. He finally had the opportunity to speak with his sister and he dumped a lot of his emotion on her. She was stuck with what to do with all that so we had a conversation about looking out for each other but still giving each other space to be our own person. Christopher was able to have a little perspective later and recognize how lucky he was to have the peer making an effort and being a good friend. We discussed how we should surround ourselves with people who make us feel good and look for the "uplifters."

Richard was in a great mood and excited to get to work. We tackled our speech practice right away knowing that he gets to do the "fun stuff" when we get our work done. /S/ blends are challenging for Richard in sentences and he is working real hard to control tongue placement and airflow, especially with new teeth coming in. He benefits from using the visual feedback of a mirror or even videos of him practicing and seeing himself in the phone. Moving on to the fun stuff, using the iPad for Pokemon Go, he uses problem solving skills and social skills to ask a peer for guidance. The game has "glitches" which gets him frustrated easily so it provides opportunity to practice the pause, calming strategies during stress and regroup with a gameplan.

Richard was greeted on time in the lobby. He appeared happy upon arrival. He was quite communicative today. We spent time recalling his weekend activities while targeted sequencing, word finding, rate of speech and using appropriate descriptors/sentence structure. Richard tends to demonstrate difficulty with describing events appropriately to listeners (especially novel topics). He went into detail about his golf and soccer activities. We worked very hard on word finding and sequencing appropriately. Rate of speech was rapid today however slowed with verbal cues and explanation why. /s/ was ~90% accurate during conversational speech. A book about sharing/selflessness was read aloud, and Richard provided appropriate verbal understanding. This book not only targeted social skills, but auditory comprehension and answering more abstract questions. Richard's vocabulary is improving with fading multimodal cues from SLP. Richard was cooperative and compliant during today's session.

Santino entered the office today with smiles as well as tears today. He eagerly entered the room, responded to social greet and reached for a preferred item within his visual field. He quietly responded "yes" when asked if we should turn on our music. The initial few minutes of the session found Santino utilizing repeated verbalizations and shifting quickly from laughter to soft tears. Strategies to join and shape the echolalia was successful as the duration of the session was consistent with previous sessions. Addition of increased motor sequences, supporting sensory modulation for the purpose of increased engagement and referencing with use of a tunnel, balls and bean bags was facilitative. Vocal volume within requests was noted to be decreased this session. Continued vocabulary expansion is noted, and periods of social referencing remained frequent for the duration of the session.

Awaited Chris' anticipated arrival, however, he did not arrive. Inquired with mom after 15 minute wait time. Mom shared that Dad was to bring him this morning. She indicated that she subsequently communicated with him and that " he was not bringing him today."

Richard was greeted in his classroom at 9:15am. He did not report why he was late to school. He was cooperative and happy upon arrival. He was reminded to wear a face mask rather than a sleeve in efforts to improve speech intelligibility. Richard did very well with date/month task today. We targeted possessive nouns in structured task, he achieved 4/6 correct. When asked to write, he became discouraged and the activity was redirected to more desired task. In addition, we started a book about manners/emotions. We targeted vocabulary enrichment, which he enjoyed. We targeted "weeds" - which he wanted to tell me all about! We also discussed the meaning of "dusk till dawn" and vice versa. /s/ in conversation was at ~85% accuracy.Today was considered a productive session.

Richard was greeted at 8:45 in the lobby. He did not state why he was late to school today. We had a limited session therefore the primary focus/goal of this session was speech intelligiblity. I have noticed Richard's speech intelligibility is significantly reduced when wearing a neck/face covering sleeve versus a face/mouth only mask. This may be because the sleeve is making direct contact with his mouth when he is already having difficulty with clarity of speech .We discussed it may be better to wear a face mask rather than the sleeve. Despite the mask, we use the plexiglass as a separation to really focus on over articulation, and speech intelligibility. As stated many times before, Richard is making appropriate placement of his articulators however it is considered "weak contact" therefore producing "muffled" speech at times. He required moderate cues to slow rate of speech and over articulate today. We also targeted auditory comprehension, answering questions appropriately, vocabulary enrichment and possessives today. Richard was compliant and well-behaved during his session today. The session was productive.